The specific purpose of this evaluation is to better position UNICEF to support teacher development and accountability for learning outcomes to improve the results of all children. Its ultimate purpose is to improve all children’s and adolescents’ chances of achieving their full learning potential, contributing to the achievement of SDG 4. The evidence generated by the evaluation will enable UNICEF:

• To improve the efficiency, effectiveness, coherence, relevance, and sustainability of the organization’s efforts around teacher development and accountability for learning outcomes for all children, focusing on the three priority clusters: (i) teacher supply (adequate workforce supply, quality composition of teachers, and teacher deployment capacity); (ii) teacher capabilities and qualifications (teacher pre- and in-service training, safe attendance, reduction of absenteeism, teaching in diverse learning contexts, and teaching for different learning needs); and (iii) teacher accountability for learning outcomes (foundational skills, transferable skills, and skills for employment or livelihood).
• To enhance UNICEF work with external partners, identifying, assessing, and disseminating good practices and policy lessons around specific thematic components of teacher development and accountabilities for learning outcomes.

The overall objective of this exercise is to evaluate the extent to which UNICEF is enhancing teacher development and accountability for learning outcomes to improve results for children. More specifically, guided by the education strategy and teacher priorities, two specific objectives are identified:

Objective 1: To evaluate the efficiency, effectiveness, coherence, relevance, and sustainability of UNICEF efforts around teacher development and accountability for learning outcomes for all children, focusing on the three priority clusters of teacher supply, teacher capabilities and qualifications, and teacher accountability for learning outcomes, focusing on:

• Efficiency: The organization efficiently utilizes programmatic approaches and enabling inputs to achieve results around the teacher development and accountability for learning outcomes’ priorities, as well as to improve results for all children.
• Effectiveness: UNICEF achieving its targeted results around teacher development and accountability for learning outcomes priorities and to improve results for all children.
• Internal Coherence: The organization’s efforts around teacher development and accountability for learning outcomes are coherent with UNICEF education strategies and its teachers and teaching priorities, and to improve results for all children.
• Intra-Country Coherence: The organization’s efforts around teacher development and accountability for learning outcomes are coherently aligned with other UN agencies’ and development partners’ teachers and teaching interventions, and to accelerate and scale up results for all children.
• Relevance: The organization’s efforts around teacher development and accountability for learning outcomes align with national priorities, national policies, and meet the specific needs of all children.
• Sustainability: The organization’s efforts around teacher development and accountability for learning outcomes lead to sustainable policies and national resource allocations to improve results for all children.

Objective 2: To identify, assess, and disseminate good practices and policy lessons around specific thematic components of teacher development and learning outcomes.

See TOR attached: ToR Evaluation of UNICEF Work on Teacher Development and Learning Outcomes.pdf

Workplan, tasks, deliverables, timeline

Evaluation Phase and Activities

Key Deliverables

Inception Phase: July-September 2024 (12 weeks)

1. Regular debriefing and planning meetings with Evaluation Office evaluation manager.
2. Gather, compile, and analyse the first set of relevant internal and external documents, quantitative databases.
3. Refine evaluation approach, evaluation questions, and list of key stakeholders, focusing on evaluation use.
4. Initial engagement with selected key informants for consultations, to refine evaluation questions and evaluation use.
5. Develop data collection instruments for the evaluation, and pilot test data collection instrument.
6. Submit Ethics Review.
7. Develop evidence matrix structure. Confirmation of plan for secure repository to store matrix, to ensure confidentiality.
8. Draft inception report sent to Evaluation Office for comments.
9. Review draft inception report, addressing Evaluation Office comments with responses.
10. Evaluation Office to quality assure draft inception report.
11. Draft inception report sent to reference group for comments.
12. Review draft inception report, addressing reference group comments with responses.
13. Meeting with reference group to present evaluation approach, validate evaluation questions, areas of focus for the complementary in-depth products (including selection of country office and regional office for missions), and revised evaluation timeline.
14. Final inception report, Evaluation Office evaluation manager to quality assure and process for clearance.

Inception Report

Data Collection and Data Analysis Phase: October 2024 -January 2025 (12 weeks)

15. Regular debriefings and planning meetings with Evaluation Office evaluation manager.
16. Compilation and review of additional documents and data, including those for in-depth analyses.
17. Data collection tools finalized (for individual interviews and focus group discussions).
18. Plan and conduct key informant interviews (remote) with UNICEF staff (HQ, regional office, country office levels), government partners, implementing partners, UN agency partners.
19. Plan and schedule country office in-person missions for in-depth analyses. Conduct in-person primary data collection (interviews, focus groups, observation) and debriefing presentations with country office teams. Interviews will include, but not limited to, UNICEF staff (HQ, regional office, country office levels), government partners, implementing partners, UN agency partners, and other relevant stakeholders. Teacher focus group discussions should be considered as part of the data collection design.
20. Populate and code evidence matrix with relevant data, sources of relevant data, evaluation evidence, and evidence quality rating. Findings and conclusion must logically derive from evidence analyses.
21. Meeting with reference group to present the emerging findings and lessons learned for discussion and further factual validation.

Final evidence matrix

Presentation of emerging findings and lessons learned to reference group

Reporting Phase: January 2025 – March 2025 (10 weeks)

22. Regular debriefings and planning meetings with Evaluation Office evaluation manager
23. Finalize draft global evaluation report and complementary in-depth products (policy brief and good practice note).
24. Draft of global evaluation report sent to Evaluation Office for comments.
25. Revise draft global evaluation report, addressing Evaluation Office comments with responses. Evaluation Office to quality assure final draft report.
26. Final draft of global evaluation report sent to reference group for comments.
27. Revise global evaluation report, addressing reference group comments with responses.
28. Meeting with reference group for validation workshop to present findings, conclusions, and to co-edit evaluation recommendations.
29. Draft policy brief and good practice note sent to Evaluation Office.
30. Revise draft policy brief and good practice note, addressing Evaluation Office comments. Evaluation Office to quality assure products.
31. Final global evaluation report, policy brief, and good practice note. Evaluation Office to quality assure all deliverables.

Dissemination Phase

32. Participation of the evaluation team in activities during the dissemination phase, after the evaluation has been completed, is highly encouraged.

Draft global evaluation report

Draft policy brief and good practice note.

Presentation of findings, conclusions, and recommendations

Global evaluation report

Policy brief and good practice note.

Requirements:

• Minimum of five years of professional experience in evaluations exercises.
• Advanced degree (master’s or higher) in economics, education public policy, evaluation, or relevant field of social sciences
• Thematic expertise in the areas of teacher development, including teacher supply, capacity building, quality and composition, deployment, work conditions, and absenteeism as well as learning outcomes, particularly on foundational learning, transferable skills, and skills for work or livelihoods.
• Experience with mixed-method data collection and analysis, including survey design; advanced statistical analysis; cost-benefit/value-for-money analysis; as well as qualitative approaches including semi-structured interviews; focus group discussions; and observational methods.
• Proven experience utilizing gender responsive, disability inclusive, and contextualization approaches for evaluation. Experience working in humanitarian, peacebuilding, and emergency context is an advantage.
• Expertise working with machine learning tools (for data mining and sentiment analyses), advanced statistical analyses, and visualization tools such as Power BI-Excel, STATA, R, Python, or Tableau.
• Experience with evaluation exercises within the UN system is an advantage.
• Ability to independently support or lead one or more elements of the evaluation, complementing the strengths of the team leader (technical, thematic, and geographic expertise).